Week 24: Relationships and Self-Identity

Question 1

Autobiographical Reasoning

Answer 1

the ability, typically developed in adolescence, to derive substantive conclusions about the self from analyzing one’s own personal experiences

Question 2

Ego

Answer 2

Freud’s conception of an executive self in the personality; imagined as observing outside reality, engaging in rational thought, and coping w the competing demands of inner desires/moral standards

Question 3

Identity

Answer 3

a developmental task for late adolescence and young adulthood; forming an identity in adolescence and young adulthood involves exploring alternative roles, values, goals, and relationships and eventually committing to a realistic agenda for life that productively situates a person in the adult world of work/love; identity formation entails commitments to new social roles and reevaluation of old traits - brings w it a sense of temporal continuity in life, achieved through the construction of an integrative life story

Question 4

Narrative identity

Answer 4

an internalized/evolving story of the self designed to provide life w some measure of temporal unity and purpose; beginning in late adolescence, people craft self-defining stories that reconstruct the past and imagine the future to explain how the person came to be the person that they are

Question 5

Redemptive Narratives

Answer 5

life stories that affirm the transformation from suffering to an enhanced status/state; redemptive life stories are highly prized as models for the good self, as in classic narratives of atonement, upward mobility, liberation, and recovery

Question 6

Reflexivity

Answer 6

the idea that the self reflects back upon itself; that the I (the knower, the subject) encounters the Me (the known, the object); a fundamental property of human selfhood

Question 7

Self as autobiographical author

Answer 7

the sense of self as a storyteller who reconstructs the past and imagines the future in order to articulate an integrative narrative that provides life w some measure of temporal continuity and purpose

Question 8

Self as motivated agent

Answer 8

the sense of self as an intentional force that strives to achieve goals, plans, values, projects, and the like

Question 9

Self as social actor

Answer 9

the sense of the self as an embodied actor whose social performances may be construed in terms of more/less consistent self-ascribed traits/social roles

Question 10

Self-esteem

Answer 10

the extent to which a person feels that they’re worthy/good; the success or failure that the motivated agent experiences in pursuit of valued goals is a strong determinant of self-esteem

Question 11

Social reputation

Answer 11

the traits/social roles that others attribute to an actor; actors also have their own conceptions of what they imagine their respective social reputations indeed are in the eyes of others

Question 12

The age 5-7 shift

Answer 12

cognitive/social changes that occur in the early elementary school years that result in the child’s developing a more purposeful, planful, and goal-directed approach to life, setting the stage for the emergence of the self as a motivated agent

Question 13

the “I”

Answer 13

the self as knower, the sense of the self as a subject who encounters (knows, works on) itself (the ME)

Question 14

the Me

Answer 14

the self as known, the sense of teh self as the object/target of the I’s knowledge/work

Question 15

Confidante

Answer 15

a trusted person w whom secrets/vulnerabilities can be shared

Question 16

correlation

Answer 16

a measure of the association between two variables, or how they go together

Question 17

health

Answer 17

the complete state of physical, mental, social well-being - not just the absence of disease or infirmity

Question 18

health beahviours

Answer 18

behaviours that are associated w better health; examples include exercising, not smoking, and wearing a seat belt while in a vehicle

Question 19

Machiavellianism

Answer 19

being cunning, strategic, or exploitative in one’s relationships; Machiavelli and the Prince book

Question 20

Narcissism

Answer 20

a pervasive pattern of grandiosity (in fantasy/behaviour) a need for admiration, and lack of empathy

Question 21

Objective social variables

Answer 21

targets of research interest that are factual and not subject to personal opinions or feelings

Question 22

Ostracism

Answer 22

being excluded and ignored by others

Question 23

Shunning

Answer 23

the act of avoiding or ignoring a person, and withholding all social interaction for a period of time; generally occurs as a punishment and is temporary

Question 24

Social integration

Answer 24

active engagement and participation in a broad range of social relationships

Question 25

Social support

Answer 25

a social network's provision of psychological and material resources that benefit an individual

Question 26

subjective social variables

Answer 26

targets of research interest that aren't necessarily factual but are related to personal opinions or feelings

Question 27

subjective well-being

Answer 27

the scientific term used to describe how people experience the quality of their lives in terms of life satisfaction and emotional judgements of pos/neg affect

Question 28

Collectivism

Answer 28

the cultural trend in which the primary unit of measurement is the group; collectivists are likely to emphasize duty and obligation over personal aspirations

Question 29

cross cultural psychology/studies

Answer 29

an approach to researching culture that emphasizes the use of standard scales as a means of making meaningful comparisons across groups

Question 30

cultural differences

Answer 30

an approach to understanding culture primarily by paying attention to unique and distinctive features that set them apart from other cultures

Question 31

Cultural intelligence

Answer 31

ability/willingness to apply cultural awareness to practical uses

Question 32

Cultural psychology

Answer 32

an approach to researching culture that emphasizes the use of interviews and observation as a means of understanding culture from its own POV

Question 33

Cultural relativism

Answer 33

the principled objection to passing overly culture-bound (ex. ethnocentric) judgements on aspects of other cultures

Question 34

Cultural script

Answer 34

learned guides for how to behave appropriately in a given social situation; reflects cultural norms and widely accepted values

Question 35

Culture

Answer 35

a pattern of shared meaning and behaviour among a group of people that is passed from one generation to the next

Question 36

Cultural similarities

Answer 36

an approach to understanding culture primarily by paying attention to common features that are the same or similar to those of other cultures

Question 37

Enculturation

Answer 37

the uniquely human form of learning that is taught by one generation to another

Question 38

ethnocentric bias

Answer 38

being unduly guided by the beliefs of the culture you've grown up in, especially when this results in a misunderstanding or disparagement of unfamiliar cultures

Question 39

ethnographic studies

Answer 39

research that emphasizes field data collection and that examines questions that attempt to understand culture from it's own context/pov

Question 40

independent self

Answer 40

the tendency to define the self in terms of stable traits that guide behaviour

Question 41

individualism

Answer 41

the cultural trend in which the primary unit of measurement is the individual; individualists are likely to emphasize uniqueness and personal aspirations over social duty

Question 42

Interdependent self

Answer 42

the tendency to define the self in terms of social contexts that guide behaviour

Question 43

Observational learning

Answer 43

learning by observing the behaviours of others

Question 44

Open ended questions

Answer 44

research questions that ask participants to answer their own words

Question 45

Ritual

Answer 45

rites/actions performed in a systematic or prescribed way often for an intended purpose

Question 46

Self-construal

Answer 46

the extent to which the self is defined as independent or as relating to others

Question 47

Situational identity

Answer 47

being guided by different cultural influences in different situations, such as home versus workplace, or formal versus informal roles

Question 48

Standard scale

Answer 48

research method in which all participants use a common scale - typically a Likert scale - to respond to questions

Question 49

value judgement

Answer 49

an assessment - based on one's own preferences and priorities - about the basic "goodness" or "badness" of a concept/practice

Question 50

value-free research

Answer 50

research that isn't influenced by the researcher's own values, morality, opinions

Question 51

agender

Answer 51

an individual who may have no gender or may describe themselves as having a neutral gender

Question 52

ambivalent sexism

Answer 52

a concept of gender attitudes that encompasses both positive and negative qualities

Question 53

benevolent sexism

Answer 53

the "positive" element of ambivalent sexism, which recognizes that women aer perceived as needing to be protected, supported, and adored by men

Question 54

Bigender

Answer 54

an individual who identifies as two genders

Question 55

binary

Answer 55

the idea that gender has two separate and distinct categories (male and female) and that a person must be either one or the other

Question 56

Cisgender

Answer 56

a term used to describe people whose gender matches their biological sex

Question 57

Developmental intergroup theory

Answer 57

a theory that postulates that adults' focus on gender leads children to pay attention to gender as a key source of info about themselves and others, to seek out possible gender differences, and to form rigid stereotypes based on gender

Question 58

Gender

Answer 58

the cultural, social, and psychological meanings that are associated w masculinity and femininity

Question 59

Gender constancy

Answer 59

the awareness that gender is constant and doesn't change simply by changing external attributes; develops between 3-6 years of age

Question 60

gender discrimination

Answer 60

differential treatment on the basis of gender

Question 61

gender identity

Answer 61

a person's psychological sense of being male or female

Question 62

gender roles

Answer 62

the behaviours, attitudes, and personality traits that are designated as either masculine or feminine in a given culture

Question 63

gender schema theory

Answer 63

theory of how children form their own gender roles argues that children actively organize others' behaviour, activities, and attributes into gender categories or schemas

Question 64

Gender stereotypes

Answer 64

the beliefs and expectations people hold about the typical characteristics, preferences, and behaviours of men/women

Question 65

genderfluid

Answer 65

an individual who may identify as male, female, both, or neither at different times and in different circumstances

Question 66

genderqueer or gender nonbinary

Answer 66

an umbrella term used to describe a wide range of individuals who do not identify w and/or conform to the gender binary

Question 67

hostile sexism

Answer 67

the negative element of ambivalent sexism, which includes the attitudes that women are inferior and incompetent relative to men

Question 68

schemas

Answer 68

the gender categories into which, according to gender schema theory, children actively organize others' behaviours, activities, and attributes

Question 69

Sex

Answer 69

biological category of male or female as defined by physical differences in genetic composition and in reproductive anatomy/function

Question 70

sexual harassment

Answer 70

a form of gender discrimination based on unwanted treatment related to sexual behaviours or appearance

Question 71

sexual orientation

Answer 71

refers to the direction of emotional and erotic attraction toward members of the opposite sex, same sex, both sexes

Question 72

Social learning theory

Answer 72

this theory of how children form their own gender roles argues that gender roles are learned through reinforcement, punishment, and modeling